教育生態學觀點下的課堂教學革新與發展

An Exploration on the Classroom Ecological Phenomena and Instructional Innovation Based on the Principles of Educational Ecology

本文參採教育生態學常引用的生態原理，對國民中小學課堂教學的教育生態現象，以及課堂教學革新與發展，進行檢視與探討。首先，透過文獻探討，整合歸納出教育生態學的概念發展歷程及被普遍引用的生態學基本原理；其次，就教育生態學觀點常引用的基本原理來關照及論述課堂教學現象與應然發展；再者，就筆者對當前教學改革時潮的體察，提出幾項有利於課堂教學正向發展之課堂教學革新理念與主張，歸納其底蘊要旨，復以教育生態學基本原理、規律來加以檢視與觀照；最後，依當前學校教育生態環境下教育主管當局及學校部門於其能耐所及範疇內，對推展教學革新理念與主張時，可以見及之情境限制與問題現象，提出可行因應策略供教育當局及學界同好參考。

In this article， the classroom ecological phenomena of elementary and junior high schools in Taiwan are discussed based on educational ecology. First， the study explored the current situation of the classroom phenomena and expected development. Then， the suggestions of the enhancement of classroom instruction are provided according to the observation of the current educational reform. Finally， several recommendations are offered to improve the instructional state under school ecological environment based on these findings.